The Effect of Mother Tongue Education on Social Performance and Happiness of Bilingual Students in Peru

Barbaran M.D.A.; Huamán-Romaní Y.-L.; Lipa R.C.; Mamani J.C.M.; Vásquez-Alburqueque I.-L. · International Journal of Society, Culture and Language (2025) · DOI: 10.22034/ijscl.2024.2008405.3118

Resumen

This study aimed to investigate the effect of mother tongue education on the social performance and happiness of bilingual students in schools in Cusco, Peru. A total of 44 bilingual students were selected and divided into two groups: an experimental group that received instruction in their mother tongue and a control group that received standard instruction. The research employed a quasi-experimental design with pre-and post-tests using modified versions of the Oxford Happiness Questionnaire and the Individual-Social Performance Inventory. Independent and paired sample t-tests were conducted to analyze the data. The results showed that the experimental group outperformed the control group in both social performance and happiness posttests after receiving mother tongue education. These findings of independent samples t-test and paired samples t-test indicated that instruction in the mother tongue significantly enhanced bilingual students' SP and happiness in school settings. The study highlights the importance of culturally responsive education in promoting positive outcomes for bilingual learners. The results of this research provide new insights for school administrators and teachers, which deserve to be considered.

Instituciones: Universidad Nacional de Frontera; Universidad César Vallejo